IJECES 7 (2) (2018)

Indonesian Journal of Early Childhood

Education Studies
http://journal.unnes.ac.id/sju/index.php/ijeces

The Role of PAUD Teachers in Implementing the Holistic Environment Based on

Children's Health, Nutrition and Safety

Anita Chandra Dewi Sagala , Ratna Wahyu Pusari, Mila Karmila

Universitas PGRI Semarang, Semarang

Article Info Abstract

Received September 2018
Accepted October 2018
Published November 2018
Keywords:
Role of Teachers; Early
Childhood Education; Holis-
tic Environment; Nutrition;
Health; Safety
The aim of this study is to describe the role of the teacher in creating an atmosphere
that provides a good environment for children’s health, nutrition and safety. The
teachers must be able to provide a protection during teaching and learning in schools
by creating a healthy environment and awareness of the importance of nutrition,
health and safety in children development. To complete this task, the teacher must
focus on three basic areas: security, health and nutrition for children. The PAUD
teachers integrate health, safety, and nutrition into the curriculum. This means that
the teacher includes this program every day. This research was conducted in 2017
at Daqu School Semarang. The research methodology used naturalistic qualitative.
The result is the role of the teacher in preparing a holistic environment including:
(1) minimizing the risk of children's health, nutrition and safety, (2) utilizing edu-
cation as tool of heath promotion and reducing the risk for children and parents,
(3) understanding the importance of guidelines, standards, and laws for children's
health, nutrition and safety, (4) practicing the culture competence, (5) developing
partnership with family for giving a concern to the society
.

© 2018 Semarang State University


Corresponding author:
Dr. Cipto, Jl. Sidodadi Timur No.24, Karangtempel, Semarang Tim., Kota Sema-
p-ISSN 2252-8415
rang, Jawa Tengah 50232 e-ISSN 2476-9584
E-mail: anita.sagala@yahoo.com
 Anita Chandra Dewi S, et al/ Indonesian Journal of Early Childhood Education Studies 7 (2) (2018)
INTRODUCTION
The development of good early childhood
must involve parents and teachers or educators
who constantly interact. This continuous interac-
tion greatly affects the behavior, ways of learning,
children’s health and nutrition in the future. The
earlier of the health and nutrition education pro-
gram for early childhood is better for the growth
and development of early childhood.
Teachers must help parents to fulfill the
health, safety and nutritional needs of children
in their care. Parents are the primary caregiver
for children. The term of “parent” will be used
to refer to a primary caregiver who has the res-
ponsibility of raising children. The term “teach-
er” will be used to describe all people working in
the field of early childhood education, whether
they are teachers in infants, toddlers, preschool,
or elementary school level; family child care pro-
vider; or caregivers.
The teachers of early childhood are teach-
ers who spend their days working with children to
provide intellectual stimulation, social and emo-
tional support, and physical care. The good phy-
sical care is important to support the children’s
health, safety and nutritional. Unhealthy children
or those with physical well-being are at the risk of
having difficulty in performing cognitive tasks and
dealing with others in terms of social and emo-
tional development. Cognitive, social, and emo-
tional and physical difficulties can lead to poor
health. Health must be defined in terms of one’s
physical, mental, social, and emotional. The ho-
listic approach considers the development of all
fields needed for health and well-being.
Nasir, Norimah, Hazizi, Loh and Suraya
(2012) also explained that the practice of feeding
children, diet is an indicator of nutritional status
and cognitive development in children in Seme-
nanjung Malaysia. This means that cognitive deve-
lopment is influenced by the interaction between
the environment and the brain. Nutrition plays
an important role in influencing cognitive perfor-
mance. Malnutrition in children will cause lower
the children’s cognitive abilities so that it will bot-
her the children’s performance in school.
Good health is the result of unnecessa-
ry risk reduction, preventing disease, providing
care, promoting the health and well-being of
children individually. The teacher must create an
atmosphere that provides protection for the envi-
ronment for children. To complete this task, the
teacher must focus on three basic areas: security,
nutrition and health. Lack of good health prac-
tices, an unsafe environment, or providing poor
92
nutrition can contribute a failure in protecting
children. The linkages in the fields of health, sa-
fety and nutrition will be easier to understand if a
holistic approach used.
It is important to remember that early
childhood education programs mirror diversity in
society. So, when we look at this ecological link
between health, safety and nutrition, we must
also consider culture, family and teachers them-
selves. The reality in the field shows that more
health, nutrition and safety programs carried out
in kindergarten are only limited to the introducti-
on of health and nutrition included in certain the-
mes. Health and nutrition promotion is still little
given in kindergarten; this is due to the lack of te-
acher knowledge in understanding the children’s
health, nutrition and safety. Children should
start going to the kindergarten and early child-
hood. Health, nutrition and safety programs have
begun to be introduced so that their insights are
always concerned about how to maintain health,
nutrition and safety for themselves. The colla-
boration between schools and parents is always
intertwined so that schools will have medical
records on the children’s health, nutrition and
safety. This research focus on how teacher’s ro-
les in preparing holistic environment based on
children’s health, nutrition and safety.
REVIEW RELATED LITERATURE
A good environment for early childhood
education uses a holistic approach to health
problems, provides good health and safety prac-
tices, and promotes proper nutrition. The teacher
integrates health, safety, and nutrition into the
curriculum. This means that the teacher inclu-
des it in this program every day. Early childhood
teachers must be professional because they have
this specific knowledge in health and nutrition
and can promote healthy habits. By giving these
instructions to children in care, a high-quality
early childhood education environment can
provide a basis for good health and well-being in
adulthood. Early childhood education can offer
many children a better chance for an improved
physical environment at least part of the day.
A holistic and integrative approach can
basically build cross sector coordination, pro-
mote innovative programs, reduce lack of kno-
wledge, resources and services, build more effi-
cient and effective programs that are culturally
appropriate. This collaborative planning will
build a sense of policy ownership formulated
and determined by policy makers, parents and
implemented program. Besides, the collaborati-
 Anita Chandra Dewi S, et al/ Indonesian Journal of Early Childhood Education Studies 7 (2) (2018)
on among sectors will facilitate the formulation
of holistic and integrative programs at the local
level. Such an approach can be characterized as
follows: first, providing comprehensive services,
second, ensuring continuous care, third, and pro-
viding education for parents and caregivers as
well as community involvement. (BAPPENAS,
2006)
The teacher is the most decisive compo-
nent in the education system as a whole, which
must get central, first and foremost attenti-
on. This figure will always be a strategic spot-
light when talking about education, because the
teachers are always related to any component in
education system. Teachers hold a major role in
building education, especially those held formal-
ly at school. The teacher strongly determines the
students’ success, especially related to the teach-
ing and learning process (Mulyasa, 2011).
According to Danim (2010) teachers are
professional educators with the main task of edu-
cating, teaching, guiding, directing, training, eva-
luating and evaluating students of formal educa-
tion. The main task will be effective if the teacher
has a certain degree of professionalism which is
reflected in competencies that meet certain quali-
ty standards or ethical norms.
Nutrition
Nutrition talks about food related to health
and the process by which organisms use food for
maintenance of life, growth, work of members
and normal body tissues and production of ener-
gy. I Nyoman Supriasa also explained about the
definition of nutrition is a process of organisms
using food that consumed normally through di-
gestion, absorption, transportation, storage, me-
tabolism, and expenditure of substances, which
are not used to sustain life, normal growth and
function of organs and produce energy. The defi-
nition nutrition is different from the previous un-
derstanding of nutrition, nutrition is the process
of using food that enters the body and then un-
dergoes certain processes starting from digestion
to expenditure.
Nutrients are chemical compounds con-
tained in food which in turn are absorbed and
needed by the body to perform its functions, na-
mely:
a. Producing energy.
b. Building and maintaining networks.
c. Managing the process of life .
Nutrients are divided into three groups
according to their functions in the body, namely:
(1) energy substances, in the form of carbohydra-
tes, fat and protein; (2) building materials, in the
93
form of protein, minerals and water; (3) regula-
tory substance, in the form of protein, minerals,
water and vitamins. So there are nutrients which
according to their functions included in more
than one class; for example proteins are included
in the class of energy substances, building sub-
stances and regulatory substances while minerals
and water are included in the class of regulatory
substances and building agents.
a. Elements of Nutrition
Nutrients can also be divided into macro
nutrients, namely carbohydrates, fats, and pro-
teins; micronutrients, namely vitamins, mine-
rals and water. The basic characteristics of these
nutrients are as follows:
1. Carbohydrates consist of elements of
carbon (C), hydrogen (H), and oxygen (O), which
are divided into two groups, namely simple car-
bohydrates or simple sugars and complex carbo-
hydrates.
2. Lipids (fat or oil) consist of elements of
carbon (C), hydrogen (H) and oxygen (O), with
oxygen content smaller than those found in car-
bohydrates. Food fats are mainly in the form of
triglycerides.
3. Proteins consists of elements of carbon
(C), hydrogen (H), oxygen (O), nitrogen (N) and
sometimes sulfur (S) elements, which are ar-
ranged in the form of amino acids. Proteins are
formed in the form of bound amino acids in the
form of peptides.
4. Vitamins are organic bonds that help
or catalyze various biochemical reactions in the
body.
5. Minerals are elements or inorganic
bonds that play an important role in metabolic
reactions and as a structural part of body tissues,
such as bones.
6. Water acts as a solvent and lubricant
in the body, and as a means of transporting nut-
rients and digestive and metabolic remnants.
The results of research conducted by Her-
mina, Nurti and Tjetjep (2004) explained the tar-
get of children is seen that nutrition education in-
terventions can influence family behavior. In this
case, at least, it can show new habits by always
asking the mother to prepare breakfast, asking
for fish and vegetables for the child’s consump-
tion. Another change, children are more easily
told to eat and not difficult to eat. The purpose
of Nutrition Education in Early Childhood Edu-
cation is:
a. The child knows the difference in choo-
sing the food to be eaten by paying attention to
the health and whether or not the food is
 Anita Chandra Dewi S, et al/ Indonesian Journal of Early Childhood Education Studies 7 (2) (2018)
b. The children can already know the food
needs for growth and development
c. The children can already do good pro-
cedures for eating, such as good and right eating
stages
d. The children are able to behave accor-
ding to their environment or socialize in a joint
eating activity
e. The children can form a good diet
From the study above, it can be concluded
that basically the child needs to be given know-
ledge, practice and fostered his attitude about
good food. Supporting research on nutritional
knowledge possessed by mothers will have an
impact on the child’s diet explained by Tarabash-
kina, Quester and Crouch (2015) that nutritional
knowledge possessed by mothers will provide
food choices for children to choose healthy or
unhealthy foods. Fast food will be a child’s choi-
ce if parents do not provide an understanding of
healthy food.
Health
Healthy children will experience normal
and reasonable growth and development, name-
ly the standard of physical growth of children in
general and have the ability to meet the standards
of the ability of their age. Besides that a healthy
child seems to enjoy playing, running, shouting,
jumping, climbing, and not being silent. Healthy
children look radiant, creative and always try to
try something around them. Healthy children
will usually be able to learn well and be able to
communicate with friends, teachers and their en-
vironment. (Santoso, 2013)
Understanding health according to Law
No. 9 in 1980 concerning health issues included
physical, spiritual, and social health, not only free
from diseases, disabilities and weaknesses. Men-
tal health is a condition that allows optimal phy-
sical, intellectual and emotional development of
a person whereas what is called social health is
life in society. Life is required that every citizen
has the ability to maintain and advance his own
life and family life in a society allowed working,
resting, and enjoying entertainment in right time
(Indan Encang, 1991)
Child Safety
Increasingly the age of the child, usual-
ly will reduce child care by their parents. More
children experience direct contact with various
objects in their daily environment, both at home
and at school. The possibility of a child facing
an accident while playing will be great. Through
health education, children are given knowledge
94
about maintaining healths as well as children
need to be given knowledge to maintain safety
from the dangers around them including their sa-
fety against strangers. Child safety safeguards are
included in child welfare safeguards which are
discussed in the Law of the Republic of Indone-
sia Number 4 in 1979 concerning Child Welfare.
METHOd
The method used in this research is  “qua-
litative typed naturalistic «. Qualitative research
methods are based on the philosophy of post po-
sitivism, used to examine the condition of natu-
ral objects (Sugiyono, 2016: 15). Qualitative rese-
arch is a research that intends to understand the
phenomenon of what is experienced by research
subjects, such as behavior, perception, motiva-
tion, actions, etc. holistically and by the way of
description in the form of words and language, in
a special natural context and by utilizing various
scientific methods (Moleong, 2012: 6).
The type of research used a naturalistic
qualitative research, which describes naturally the
holistic environment for children’s health, nutriti-
on and safety in Daqu School. This research is
intended to provide a narrative or in the form of
words, and use judgment want explore on a who-
le relationship that exist in social situation could
find new thing in the next projects. Qualitative re-
search points to definitions, depth concepts, cha-
racteristics, metaphors, symbols and descriptions.
Research Settings
The location of this research was con-
ducted at Daqu Schol in 2017. In addition, the re-
search was carried out by collecting data sources,
reviewing and collecting reacted literature. The
informants who could be used as respondents in
the study were: (1) the Principals of Daqu School
Semarang, (2) Class teachers, (3) Teachers, (4)
Parents, (5) Children.
RESULTs and discussion
This research was carried out by analyzing
in depth the role of PAUD teachers on health,
nutrition and safety-based environmental approa-
ches for children at Daqu School Semarang. The
analysis of this study was carried out with repea-
ted observations to find the results of research in
the form of actions, conversations and evidence
that shows a holistic environment for health, nut-
rition and child safety at Daqu School Semarang.
The data collection in this study used inter-
views, observation and documentation. The data
 Anita Chandra Dewi S, et al/ Indonesian Journal of Early Childhood Education Studies 7 (2) (2018)
were analyzed and described according to a holis-
tic approach to health, nutrition and safety analy-
sis found. The data description is carried out by
providing evidence of the results of the analysis
on a holistic approach to health, nutrition and sa-
fety in the form of picture evidence and statement
sentences from the research subject.
Interviews, observations and documentati-
on of researchers do to strengthen the results of
an analysis of a holistic approach to health, nut-
rition and safety. Interviews and observations of
researchers did at Daqu School Semarang with
Principal and teacher as respondents. Interviews
were conducted to find out the opinions of res-
pondents regarding a holistic approach to health,
nutrition and safety. The observation did to find
out the holistic actions or protective actions ta-
ken.
Research Findings
Researchers began conducting research to
find results in the form of a holistic approach to
health, nutrition and safety for children at Daqu
School Semarang. The analysis includes evidence
of conversation that shows the holistic activities
of children’s health, nutrition and safety at Daqu
School Semarang.
The research findings as follow:
1. Approach to Health conducted at Daqu
School Semarang
Based on the results of interviews re-
garding the health approach taken at Daqu
School, The results showed that the Daqu School
did anthropometric examinations at least once
in three months including: weight gain, height,
head, arm and chest circumference. Anthropo-
metric examination is nutritional anthropometry
related to various kinds of measurements of body
dimensions and body composition from various
ages and levels of nutrition. The use of anthro-
pometry is to see an imbalance of protein and
energy intake. This imbalance is seen in physical
growth patterns and proportions of body tissues
such as: fat, muscle and the amount of water in
the body.
The results of anthropometric examina-
tions that are carried out will usually be reported
immediately to the parents to follow up if there is
a problem in the child’s growth and development.
2. Holistic Approach to Child Nutrition con-
ducted in kindergarten of Daqu School Sema-
rang
From the results of observations made
by researchers, the nutritional approach carried
95
out at the Daqu School is a daily health food
for lunch.  Daqu School plans a month-long
menu. This shows that the provision of nutri-
tious food at the Daqu School is held every day
for a week in the form of lunch together. Food is
made based on menu planning during the week
with regard to balanced nutrition. To support the
children’ nutrition of Daqu School Semarang, the
teachers provide snack time regulations by pro-
hibiting carrying food containing MSG (Mono-
sodium Glutamate), synthetic dyes, and instant
noodles. Snack brought is recommended as halal
label. For lunch, children at Daqu School Sema-
rang held an MOU with food catering where the
menu was determined by the school by not con-
taining MSG and instant food.
3. Holistic Approach to Child Safety conducted
at Daqu School Semarang
Daqu School apply CCTV installed in
each particular room to monitor learning acti-
vities in the classroom, the CCTV results can be
seen in the principal’s office. The use of CCTV
is to ensure children are in good condition and
free from violence and unwanted things. From
observations conducted by researchers, a holis-
tic approach based on health, nutrition and child
safety already exists that works well, but there are
some things that cannot be implemented such as:
a. There are still games in the outside
classroom not safe, because the environment is
less supportive, such as the uneven floor so that
children often fall.
b. School is on the main road so that if
the school dispersal, children must be considered
properly when leaving school, because it is dange-
rous for child safety
c. Child health records, especially diseases
that have suffered by children do not yet exist,
even though it is very important to prevent the
occurrence of health problems while in school,
for example children who frequent nosebleeds,
fainting, and other diseases.
Discussion
a. Nutrition Approach at Daqu School Kinder-
garten
Based on the results of interviews that
researchers have conducted regarding health
approaches to children’s health, nutrition and
safety in Daqu School namely the existence of
planning, implementing health, nutrition and
child safety. Daqu School plans the  menu eve-
ry month, then the menu design is given to pa-
rents. The menu design was prepared by Daqu,
while the implementation was carried out by
 Anita Chandra Dewi S, et al/ Indonesian Journal of Early Childhood Education Studies 7 (2) (2018)
the catering appointed by Daqu. Catering par-
ties appointed by Daqu have made an MOU
with Daqu. Children get a lunch every day from
Monday to Friday. Lunch is at 12.15-12.45. Or-
ganizing meals at school has the function to: (1)
increase consumption of nutrients in daily meals,
(2) educate manners in joint meals, (3) foster life
together, (4) train children to eat various types of
food and nutritious dishes, (5) train independent
children in terms of eating, (6) train children to
use eating tools properly. At Daqu School, there
are children who are very antigens at a meal to-
gether because they can feel various types of food
never eaten before. Every day, the menu served is
not always same. The menu design was submitted
by the catering and selected by Daqu School to
be set for a month. The food menu provided in-
cludes food with balanced nutrition starting from
containing carbohydrates, proteins, fats, minerals
and vitamins. This includes the presence of main
foods such as rice, fruit and vegetables.
b. Health Approach at Daqu School
Good health is the result of reducing unne-
cessary risks, preventing disease, providing sensi-
tive and stimulating care, and promoting the well-
being of individual children. The teacher must
provide a good health environment for the child’s
growth and development in the school, where the
environment is made to maintain and care for
children’s health. Daqu School strives to provide
a good health environment as long as children are
in school, this can be seen from a clean school en-
vironment, trash bins available around the school
environment, health checks conducted by health
workers regularly. Growth and development mo-
nitoring are carried out by conducting periodic
checks by conducting antopometrical and physi-
cal examination.
The health check-up at Daqu School can be
seen from visits by health workers in giving me-
asles and rubella immunization to children in the
family planning center of Daqu Scchool. Before
giving immunization, parents are asked to fill out
the availability form to allow their children to be
immunized against measles and rubella. After pa-
rents fill out the form, they will proceed to immu-
nization by health workers from the health center.
Rubella is caused by a class of toga viruses,
where the measles and Rubella viruses will cause
infectious diseases transmitted through the respi-
ratory tract. Children and adults who have never
been immunized against measles and rubella or
have never had measles and Rubella; they have a
high risk of contracting this disease. Measles can
cause serious complications, such as pneumonia,
96
brain inflammation, blindness, malnutrition and
even death. While Rubella is usually a mild dise-
ase in children, but if infecting pregnant women
in the early trimester of pregnancy, adapt causes
miscarriage or disability of the baby born. The
disability is known as Rubella syndrome, such as
heart and eyes, deafness and developmental de-
lays. The immunization program of Measles and
Rubella in 2017 is for children aged 9 months to
15 years free of charge for students in early child-
hood, elementary, junior high school and the
equivalent.
a. Child Safety Approach at Daqu School
The safety approach taken at Daqu
School is the installation of CCTV in a number
of schools or classes, the aim is to monitor the
overall learning activities every day so as to op-
timize learning activities, besides recording from
CCTV cameras can be useful as an appropriate
evaluation media to maximize how to best deliver
information to students in the classroom, and be
able to know the activities of students including if
there are certain things that cause discomfort. By
using CCTV, it will be seen by who and what is
done by the child.
In school children will have a lot of contact
with many people, also children experience direct
contact with various objects in their daily envi-
ronment, both at home and at school. The possi-
bility of a child facing an accident while playing
will be a big child in learning activities. Accidents
that often occur in schools are when playing both
in the classroom and outside the classroom, be-
cause children cannot estimate or distinguish
the level of height and humility properly so that
children often fall while playing outside the clas-
sroom. In addition, children also cannot distin-
guish objects or materials that are dangerous and
harmless. The finding of the safety problem oc-
curred at Daqu School, there were no warning
signs posted at certain places about the danger of
playing certain playgrounds, for example, also the
lack of skills of teachers in dealing with children
who have a particular accident, for example first
aid in dealing with child accidents at school.
Daqu School is on the main road so that
the use of high fence has been carried out accom-
panied by the school security to make safe for
children. Every child coming home from school
is always accompanied by their class teacher and
security.
a. The role of the Teacher in preparing a holis-
tic environment
Another way, it can be done by the teacher
 Anita Chandra Dewi S, et al/ Indonesian Journal of Early Childhood Education Studies 7 (2) (2018)
in preparing a holistic environment by involving
the family’ notes, it tells about a habit in the fami-
ly. Teachers may also be able to engage in discus-
sions about their child’s favorite foods as informa-
tion gathering techniques involving families.
Asking children to add a list of foods that
their families will buy, this can create good dis-
cussion about family eating habits, so children
can talk about their favorite food, but they cannot
eat because they are not fulfilled by their fami-
lies. The teacher can understand different eating
habits in each family by using the information.
The children learn to see food labels in
supermarkets. The message brought in this food
makes children understand that good or bad nut-
rition is in the food. Children may see poor food
choices at home or in school, so during meals it
is important to talk about the healthy and nutri-
tious foods. With children often discussing the
food they see and consume and including health
programs and nutritious food in the school cur-
riculum can help them easily understand how to
live a healthy life. Early childhood education has
an impact on developing children’s food habits.
Children can learn about basic nutrition
and early food selection, but nutrition education
activities must be prepared according to the level
of child development. In addition, children learn
how they play a role in their nutritional health.
The teachers must build and maintain a
healthy environment with good habits by pro-
moting health and nutrition management for
children. Teachers can encourage parents to im-
munize children and encourage the use of proper
hand washing techniques at school.
The health promotion includes immuni-
zation, and monitoring for child development
and nutrition education. An integrative holistic
approach includes other actions to improve the
health, nutrition, care, protection and welfare in
the early childhood education environment.
CONCLUSION
More children rely on Early Childhood
Education programs to provide most of their
nutritional needs. Teachers must have knowledge
of nutrition guidelines as they plan menus and
provide food to children who are in their care. Te-
achers can provide input to parents about the im-
portance of nutrition for child development.
The things that the teacher can do to ma-
nage nutritious food for children are:
1. The teacher can help the family by pos-
ting food menus which will be planned by the
school in the form of handouts or notification
97
letters for parents,
2. Families who are aware of nutrition can
work together to supplement their lovely foods in
the early childhood education environment on
the day when children are in it, for example when
having lunch together.
3. The teacher can even provide simple re-
cipes, where parents are involved,
4. Teachers can also observe what children
eat at lunch and inform parents about foods are
often eaten and avoided by children,
5. Teachers can use other ways to involve
families in building connections such as creating
families who love nutritious food,
6. Teachers can enter food messages
through school curriculum in the form of visits
to fast food restaurants, watching food advertise-
ments on television, visiting food factories,
7. The teacher can discuss food advertise-
ments which children often see in electronic me-
dia such as television, by giving input to children
about the goodness and weaknesses of the food
they see in television advertisements.
In health and nutrition, the teachers need
to consider the six basis to ensure the highly pro-
gram of early childhood education, namely:
1. Maximizing child’ health status
2. Minimizing the risk of health, nutrition,
safety and welfare
3. Utilizing the education as promotion
tools in health and reduce the risk for children
and reduce children and adults
4. Understanding the importance of the
guidelines, standards, laws for health, safe-
ty and welfare of children
5. Practicing the cultural competence
6. Developing partnerships with family for
give a concern to society
The tasks of the teacher in protecting the
physical health of children are:
a. Children are invited to play freely, where
free to play helps children to move more actively.
b. Children are motivated to move by pro-
viding interesting activities.
c. Designing indoor and outdoor activities
every week which can make children able to cont-
rol the body coordinate motion and make creati-
ve movements, such as dancing and gymnastics.
The outdoor activities can be done by the
teacher by observing several things such as:
a. Design physical processing activities by
using various ways such as playing in outside,
grassy areas, roads with lots of rocks, because
children will feel different sensory playing.
b. Make a schedule of physical activities at
least twice a week.
 Anita Chandra Dewi S, et al/ Indonesian Journal of Early Childhood Education Studies 7 (2) (2018)
c. Design activities by using a variety of
different game tools, such as obstacles, walkers,
balls and so on.
d. Doing ball-catching activities to
train motor physical, concentration and child
cooperation.
The teacher’s jobs in maintaining child sa-
fety are:
a. Ensure children are in a safe environ-
ment at school by paying attention to school se-
curity such as: fencing, playgrounds and play toys
b. Teach children, do not easily trust
strangers
c. Teachers have the knowledge of first aid
in accidents, especially children who have an ac-
cident, such as falling, fainting or other diseases.
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